June 4, 2020

The Future of higher Education In ColoradoFacilitated by Alison Griffin, White Board Advisors

Subject Matter ExpertsApprenticeships and Industry Connections• Brandon McReynolds, Director of Workforce Development• Beverly Jones, Director of Industry Partnerships

New models and challenges in Higher Education (including work/competency based credit, pathways, transfer, credentialing, open education resources and online learning)• Kim Poast, Chief Student Success & Academic Affairs Officer• Chris Rasmussen, Director of Academic Affairs• Carl Einhaus, Senior Director of Student Success & Academic Affairs• Spencer Ellis, Director of Educational Innovation

Innovations in higher education finance and cost containment• Jason Schrock, Chief Finance Officer• Emily Burns, Lead Finance Analyst• Lauren Gilliland, Lead Finance Analyst

Scaling data to make decisions• Lauren Ramsay, Chief Research Officer• Michael Vente, Senior Director of Research and Data Governance

Topics to ExploreWork/Competency Based EducationStackable CredentialsApprenticeshipsNon-Degree CredentialsPathways and TransferOnline Learning and Open EducationNew models in financial aidScaling the use of data

Recognizing learning that occurs in a variety of settings outside of higher ed, including the workplace

Restructuring credentials (including degrees) as a collection of demonstrated competencies, rather than a collection of courses

Saving students money, giving them a head start on a credential, improving completion rates

Empowering faculty to serve as mentors and assessment experts (not just instructors)

Resistance to the immense structural and cultural change this would bringFunding, quality assurance, human

resources, etc., are all built around courses, the credit-hour, and measures of seat-timeConcern over notion/perception of

"traditional educational pathways"

RisksOpportunities

Next Steps: Passage of HB20-1002, securing funds for implementation, helping institutions move from course-based to competency-based structures for academic programs, helping institutions develop capacity to offer "test out" options for all courses in the

undergraduate curriculum

Work/Competency Based Education (Kim and Chris)

Provide professional pathways from entry-level technical and skilled labor positions up through administrative and management roles in a particular industry

Short-term credentials enable rapid reskilling and re-entry into the workforce

Certificates within degree programs signal momentum and provide students with flexibility to enter the workforce and return to school at a later time that is convenient to them

Multiple players developing credentials that lack alignment and won't "stack" into others' pathwaysTracking of students into short-term

vocational programs when they have the interest and ability to succeed in other programsInclusion of non-traditional pathways

(CTE, industry credentials, etc.), which may not be seen by some as sufficiently "academic")

RisksOpportunities

Next Steps: Conduct landscape analysis of institutional capacity and interest; identify and address policy and funding structures that get in the way of innovation; explore opportunities for "modularization" of degree programs

Stackable Credentials (Chris and Kim)

Develop new public and private partnerships Increase student affordability Increased job placement

Costs to business/studentTransportabilityMarket volatility

RisksOpportunities

Next Steps: Launch of the Colorado Collegiate Apprenticeship Program.

Apprenticeships (Brandon and Beverly)

Provides multiple options for learning and skills to be assessed and validated

Expands access to individuals beyond traditional higher education locations and settings

Enables more nimble, "just-in-time" providers to meet short-term workforce needs

Lack of industry recognition/acceptance

Complex transferability; lack of articulation with credit-bearing college courses and academic degree programs

Highly demand driven -- can require significant start-up investments with uncertain return for providers

RisksOpportunities

Next Steps: Adopt a "common currency" for credentials and standards of quality with the National Skills Coalition; validate and promote the legitimacy of non-degree credentials in a marketplace of credentials

Non-Degree Credentials (Brandon and Chris)

Clarity and transparency of degree pathways saves students time and money by ensuring that courses taken will apply to the chosen program

Two-year to four-year pathways provide access to lower-cost community college programs closer to home for students

CCHE statutory authority on statewide transfer can be further leveraged to create additional opportunities in evolving and high-demand fields

Need to balance desire for multiple pathways with interest in simplicity and clarityBuilt on existing course-based

models rather than competency-based models

RisksOpportunities

Next Steps: Identify common courses to group transfer pathways into a small number of "meta majors" or "career clusters"; integrate pathways into My Colorado Journey; train academic advisors for "purpose oriented" advising and the benefits of transfer pathways

Pathways and Transfer (Chris)

OnlineExpanding accessGlobal audiencePersonalized education through adaptive learningFunding incentives (grants)Open EdContaining CostsExpanding access

BothCollaborations (K12+higher ed); augmenting with other exciting ed tech

RisksOpportunities

Next Steps: 1) Partner with the communities and learners we aim to serve in building/designing 'solutions' 3) Continued edification of individuals to inform champions for change within the existing systems 3) Do these things as practices in every aspect/function of the system (no pigeonholing). 4) Secure Federal grant to support future collaborative approach leveraging these

strategies to enhance the future of higher ed

Online Learning and Open Education (Spencer)

OnlineCosts to institutionsGlobal competitionDigital literacy, digital dividePrivacy, security,Open EdSustainabilityInvestment in time, effort

BothThreat to legacies; lack of learner-centered approaches

Pell Grant Reform Better serve needs of two very different groups

• Specific, concrete, objective advising especially for adult students (integrating workforce and education)

Simplify application (FAFSA)• FAST Act (Sen. Bennet primary sponsor)

• One Grant/One Loan

Reward Institutions that successfully graduate Pell recipients• Incentive and resources to provide services that students need for success:

Financial aid, advising services, emergency fundsSecond Chance Pell- Obama-Era Pilot continues and shows promise

Income Sharing Agreements and other Alternative "Performance-Based" Financing Ties Financing Education more Closely with Outcomes of Students; Better "Feedback Loops" Reduces Downside Risks to Students

Emergency Aid Expansion Connecting more students to existing public benefit programs

Meaningful Pell Reform requires Congressional action; some action can be taken by ED.

Limited Institutional Resources Limited State Resources Challenges in Scaling New Alternative Education Financing Models;

Questions on Whether Sufficient Protection for Students

RisksOpportunities

Next Steps: FAFSA completion rates in Colorado and nationally; build a coalition for Pell refom. Meet with existing income-share programs and other performance-based financing programs regarding results in practice and implementation steps.

New models in financial aid (Jason and Emily)

Democratize data for the public and various partners

High quality data leading to smart research and bold policy

Build on data sharing between state agencies through innovative models, like the data trust powering My Colorado Journey

Provide all Coloradans with information that best fits their needs, interests, and journeys.

Move towards a model where secure, well-governed data sharing is the rule, not the exception

Concerns around sharing of information, which can stifle innovation

Disparate and divergent goals between partners agencies

RisksOpportunities

Next Steps: Showcase innovative work already accomplished and currently underway, and make the case for similar data sharing practices within the entire state system

Scaling the use of data (Michael, Lauren)

Thank You!